Virtual Machining Applied to the Teaching of Manufacturing Technology

2011 ◽  
Vol 692 ◽  
pp. 120-127 ◽  
Author(s):  
Eustaquio García Plaza ◽  
Pedro Jose Núñez López ◽  
Angel Ramon Martín ◽  
E. Beamud
Keyword(s):  
Machine Tool ◽  
Simulation Software ◽  
Manufacturing Technology ◽  
Virtual Learning Environment ◽  
Teaching Methodology ◽  
Learner Motivation ◽  
Virtual Machining ◽  
Learning Tasks ◽  
Large Numbers ◽  
Hands On

Teaching methodology for industrial engineering must adapt and update its pedagogy by adopting innovative and dynamic approaches to training in state-of-the-art manufacturing technology. The development of virtual reality and computer simulation software has significantly improved the quality of education by raising learner motivation, commitment, and participation in the learning process. In university contexts characterised by large numbers of students, a hands-on approach to training in machine-tool operation on lathes and mills is unfeasible. Hence, the teaching methodology proposed involves the use of machine-tool simulators to undertake practical tasks in a virtual learning environment. The learning tasks focus on the main machine-tool components and their movements as well as on the principles and operations of machining in turning and milling processes performed on virtual machine where learners can acquire skills similar to those using traditional methodology, but require fewer resources and learning time spans.

scholarly journals INTEGRATING REGIONAL INDUSTRIAL THEME EXAMPLES IN PROCESS CONTROL EDUCATION

2012 ◽  
Author(s):  
Jean Sebastien Deschenes
Keyword(s):  
Wastewater Treatment ◽  
Process Control ◽  
Multidisciplinary Approach ◽  
Simulation Software ◽  
Pulp And Paper ◽  
Innovative Strategies ◽  
Paper Making ◽  
Hands On ◽  
Control Education ◽  
Industrial Context

A process control course was elaborated around the specific regional (industrial) context in which UQAR has an important mission of regional development. A multidisciplinary approach is used, integrating notions from various fields of engineering (electrical, mechanical, chemical and civil engineering) through theme examples such as wastewater treatment, pulp and paper making, mining and metallurgical extraction (mineral grinding). Laboratory activities on such processes are realized using a simulation software specifically designed for process control education. The small size of the groups at UQAR also allows to employ innovative strategies on how to run the activities and to evaluate the students. One laboratory on a real physical system (electrical motor) was also part of the course, to balance between the advantages of the software and the more “hands-on” laboratories. General feedback and comparative appreciation from students is then presented, followed by overall conclusions

scholarly journals ABC LD – A new Toolkit for Rapid Learning Design

2020 ◽  
pp. 426-437
Author(s):  
Nataša Perović ◽  
Clive P.L. Young
Keyword(s):  
Learning Outcomes ◽  
Tertiary Education ◽  
High Energy ◽  
Virtual Learning Environment ◽  
Learning Design ◽  
Creative Commons ◽  
Hands On ◽  
University College London ◽  
Rapid Transition ◽  
Institutional Contexts

ABC Learning Design (ABC LD) is a high-energy, hands-on curriculum development workshop from University College London (UCL). In just 90 minutes teaching teams work together to create a visual “storyboard”. The storyboard is made up of pre-printed cards representing the type and sequence of learning activities (both online and offline) required to meet the module or programme learning outcomes. All the resources have been released under Creative Commons licenses and are free to download, adapt and use.ABC LD is now popular across European tertiary education and beyond. Participants have found the workshop-based “sprint” approach to be quick, engaging and productive. The original UCL or “base” ABC LD is built around a collaborative and intensive 90’ workshop in which module teams work together to produce a paper-based storyboard describing the student journey.Over the last two years UCL has led an Erasmus+ project to develop and evaluate the ABC LD method with 12 partners (https://abc-ld.org). We have focused on localisation to institutional contexts and have explored the important link between storyboard designs and the Virtual Learning Environment. The main output is a freely downloadable Toolkit of resources and guides, enabling any college or university to adapt and adopt the method.Although developed to promote blended learning, during the COVID emergency, some institutions have now modified ABC LD to be facilitated remotely to support their need for a rapid transition to online learning. ABC LD is proving an effective method in this new format, too.

scholarly journals Virtual machining system simulator: analysis of machine tool accuracy

2018 ◽  
Vol 25 ◽  
pp. 338-343 ◽  
Author(s):  
Nikolas Theissen ◽  
Theodoros Laspas ◽  
Károly Szipka ◽  
Andreas Archenti
Keyword(s):  
Machine Tool ◽  
Virtual Machining ◽  
Machine Tool Accuracy ◽  
Machining System

An Accuracy-Prediction Model Taking Tool Deformation and Geometric Machine-Tool Error into Consideration

2010 ◽  
Vol 4 (3) ◽  
pp. 235-242 ◽  
Author(s):  
Hirohisa Narita ◽  
◽  
Keiichi Shirase ◽  
Eiji Arai ◽  
Hideo Fujimoto ◽  
...  
Keyword(s):  
Prediction Model ◽  
Machine Tool ◽  
End Milling ◽  
Geometric Error ◽  
Cutting Conditions ◽  
Error Prediction ◽  
Machining Accuracy ◽  
Trial And Error ◽  
Virtual Machining ◽  
Nc Program

Test cutting used to verify cutting conditions and machining accuracy after a numeric control (NC) program is written for end milling the mold and die indispensable to manufacturing is generally effective, because it is based on trial and error. The virtual machining simulator we designed to verify machining accuracy uses an accuracy-prediction model and an error prediction expression for workpieces, integrating machine-tool deformation and geometric error models. We also propose calculation for copying errors to a workpiece.

Tool Path Planning and NC Generation of Tilted Plane Machining Features for Five-Axis Machining

2011 ◽  
Vol 697-698 ◽  
pp. 309-313 ◽  
Author(s):  
Chen Hua She ◽  
Yueh Hsun Tsai
Keyword(s):  
Machine Tool ◽  
Degrees Of Freedom ◽  
Tool Path ◽  
Simulation Software ◽  
Free Form ◽  
Parent Child Relationship ◽  
Machining Feature ◽  
Machining Errors ◽  
Tilted Plane ◽  
Five Axis

Designs of free-form surface products are becoming increasingly complex. In traditional three-axis machine tool machining, errors that are caused by repetitive positioning and the costs of fixture jig design and manufacturing are critical. Since multi-axis machining provides two more rotational degrees of freedom than a three-axis machine tool, the former can solve these problems, and has therefore become the trend of precision cutting. As multi-axis machined parts often have holes and grooves on the tilted plane, this work proposes a method for machining tilted working plane features and for NC generation on a five-axis machine. The developed module can provide common geometric features, allowing the user to alter the machining feature and sequence on the tilted plane quickly using the parent-child relationship in a tree diagram, and plan the tool path. The postprocessor module developed in this paper can transform the tool path into an NC program required for machining. Finally, solid cutting simulation software is utilized to confirm the feasibility and correctness of the tool path and NC data of the tilted plane machining feature.

Toolpath Planning and Simulation for Cutting Test of Non-Orthogonal Five-Axis Machine Tool

2014 ◽  
Vol 625 ◽  
pp. 402-407
Author(s):  
Jeng Nan Lee ◽  
Chen Hua She ◽  
Chyouh Wu Brian Huang ◽  
Hung Shyong Chen ◽  
Huang Kuang Kung
Keyword(s):  
Machine Tool ◽  
Simulation Software ◽  
Nc Code ◽  
Location Data ◽  
Toolpath Planning ◽  
Cutting Test ◽  
Cad Cam ◽  
Machining Test ◽  
Universal Spindle ◽  
Five Axis

Owing to NAS 979 describes a cutting test for five-axis machine center with a universal spindle, several conditions for C-type machine tool have not been defined yet. This paper proposes a cutting test for a non-orthogonal swivel head and a rotary table type five-axis machine tool (C type) to evaluate its performance. The workpiece consists of 10 machining features. These features include the multi-axis simultaneous machining patterns and the positioning machining patterns. The flat end mill cutters are applied in each machining feature. Cutter location data for the test piece was generated using a commercial CAD/CAM system (UG) and converted to five-axis NC code using a postprocessor created in UG Post Builder. This UG postprocessor is verified through the developed postprocessor utilizing the modified D-H notation. It is also verified using VERICUT® solid cutting simulation software demonstrated the veracity of the generated five-axis NC code. The machining test is applicable for a variety of five-axis machine tool configurations.

scholarly journals An experience of workshop on introduction to statistical methods and SPSS hands-on training to enhance analytical skills among research professionals

2017 ◽  
Vol 4 (11) ◽  
pp. 4337
Author(s):  
Laxmi Tellur ◽  
Vijaya Sorganvi ◽  
M. C. Yadavannavar
Keyword(s):  
Statistical Methods ◽  
Research Centre ◽  
Teaching Methodology ◽  
Multiple Choice Questions ◽  
College Hospital ◽  
Medical College ◽  
Significant Difference ◽  
Hands On ◽  
Post Test ◽  
The Impact

Background: In a current scenario, research project and writing a thesis is one of the most important components of PG and Ph.D. studies and a potential area where the students are challenged by lack of structured guidance. Thus the workshop on “Introduction to Statistical Methods & ‘SPSS’ Hands-on Training” was conducted with the objectives, to know the impact of workshop and to obtain suggestions for improvement.Methods: The workshop on “Introduction to Statistical Methods & ‘SPSS’ Hands-on Training” conducted during 7-9 November, 2016 by the Department of Community Medicine, Shri B. M. Patil Medical College, Hospital and Research Centre in collaboration with University of Manitoba, Canada. The effectiveness of the workshop was assessed by pre-and-post tests using Multiple-Choice Questions (MCQ). Analysis was done using paired t test and Wilcoxon signed rank test.Results: A total of thirty six participants attended the sessions. The overall participant opinion about the workshop was positive. Majority of the participants were female. Majority of the participants were in the age group of 30-35 years (33%), followed by 25-30 years (28%). Majority of participants were MBBS (31%), MD (28%), other degree faulty members (22%) and PhD (22%). The mean score in pre-and-post-test was 12.52±6.17 and 13.98±6.50 respectively (Range=2-27) and was found significant difference in the scores between pre-and-post-tests (p=0.002).Conclusions: The recommendations and suggestions given by workshop participants were to increase the duration of the workshop. Participants were satisfied with the teaching methodology in the workshops. 

scholarly journals Entorno virtual de aprendizaje compartido en Educación Superior

2013 ◽  
Vol 11 (1) ◽  
pp. 411 ◽  
Author(s):  
Margarita R. Rodríguez Gallego ◽  
Antonia López Martínez
Keyword(s):  
Web 2.0 ◽  
Virtual Environment ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Point Of View ◽  
Virtual Learning Environments ◽  
Teaching Methodology ◽  
Learning Networks ◽  
The Creation

<p>Cada vez son más demandadas las plataformas virtuales apoyadas en el concepto web 2.0 y en las Redes Personales de Aprendizaje (PLN) al garantizar la conversación entre agentes educativos y la colaboración orientada a la producción conjunta de conocimiento.</p><p>Desde este punto de vista, surgieron los Entornos Virtuales de Aprendizaje (VLE) dónde se configuran, integran y combinan nuevas aplicaciones adaptadas a las necesidades de los usuarios.</p><p>El propósito final de esta experiencia es la creación de un entorno virtual compartido para lograr que el aprendizaje no se vincule exclusivamente a una actividad memorística y que a través del uso combinado de la plataforma virtual, herramientas de la web 2.0 y la red social los estudiantes puedan crear su propio espacio de trabajo en el que quede reflejado la búsqueda y transformación de la información, creación de recursos para el aprendizaje y tareas de colaboración.</p><p>Nuestro entorno virtual de aprendizaje compartido ha sido puesto a prueba, implementado y evaluado durante el segundo cuatrimestre, en el marco de la asignatura Didáctica General en la Facultad de Ciencias de la Educación de la Universidad de Sevilla (España) durante el curso académico 2009-2010.</p><p>Una encuesta efectuada revela hechos interesantes sobre el éxito de este entorno virtual compartido en relación con la motivación y los resultados de aprendizaje de los estudiantes. </p><p> </p><p><strong>ABSTRACT</strong></p><p class="REDUTITULOINGLES"><em><strong><span lang="GL">Shared virtual learning environments in higher education.</span><span lang="EN-US"> </span></strong></em></p><p>There is an increasing demand for virtual platforms based on the concept of Web 2.0 and on Personal Learning Networks (PLN) as these guarantee conversations between educational agents and cooperation aimed at the joint knowledge production.</p><p>From this point of view, Virtual Learning Environments (VLE) have emerged in which new applications adapted to users’ needs are configured, integrated and combined.</p><p>The ultimate purpose of this experience is the creation of a shared virtual environment to ensure that learning is not linked exclusively to rote activity. Through the combined use of the virtual platform, Web 2.0 tools and social networking, students can create their own workspace in which the search and processing of information, as well as the creation of learning resources and collaboration tasks are reflected.</p><p>Our shared virtual learning environment has been tested, implemented and evaluated in the second semester, as part of the General Teaching Methodology course in the Faculty of Education at the University of Seville (Spain) during the 2009 – 2010 academic year.</p><p>A survey reveals interesting facts about the success of the shared virtual environment in relation to the motivation and learning outcomes of students.</p><p> </p>

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